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No description available.

Female veterans have increased risks for housing instability and homelessness linked to predictors such as housing affordability challenges, abuse and trauma experiences, education and employment barriers, mental health and substance use conditions, and social support deficiencies. Social service providers specializing in services to veterans benefit from specialized training in these areas to support female veterans seeking their services. This project evaluates the effectiveness of the Protecting the Home-Front curriculum designed to inform social service providers serving veterans about these risk factors, service strategies, and resources available to support stable housing for female veterans. Through analysis of pre- to post-program knowledge of material, results suggest that service providers displayed significant increases in knowledge of presented material, service strategies, and available resources to support female veterans. These findings provide a model for a synthesized training curriculum for service providers to become equipped in providing supportive services to unstably housed and homeless female veterans within their communities. / Master of Science

The purposes of this study were to provide a profile of the veteran student in higher education and examine the theory that veteran students perform academically as well as nonveteran students. Research questions were categorized into two main areas of study, personal and academic characteristics, for three groups of college students: veteran GI Bill recipients, nonveteran non-aid recipients, and nonveteran aid recipients. The data for this study were drawn from the National Longitudinal Study of the High School Class of 1972 (NLS). It was found that veterans were older, predominantly white, single males from a lower socioeconomic status than nonveteran non-aid recipients. Veterans emerged from high school with lower aptitude composite, percentile rank, and grades than nonveterans. It was found that veterans enrolled more often in business programs in public, two-year colleges; completed more certificate programs than two-year or four-year degrees; and received grades comparable to nonveterans. Veterans were employed while students, did not change majors any more often than nonveterans, but did change schools more often. Veterans' reasons for changing majors and schools centered upon their jobs and careers. Fewer veterans continued their education after completion of a four-year degree. Fewer veterans changed their credit load status from full-time to part-time than nonveteran non-aid recipients. More often veterans moved from part-time to full-time status. It was concluded that veterans did perform as well academically as nonveterans in college, even though they did not do as well in high school. Further, there were numerous similarities between veterans who received the GI Bill and nonveterans who received federal financial aid. These results have implications for Congressional and educational leaders. Specific suggestions on ways to utilize the veterans' profile were provided.

When one group of disabled individuals finishes their vocational rehabilitation training programs and another group, almost as large in number, fails to complete their courses one wonders whether there are significant differences in the two groups. The problem in this study is to determine if the two groups differ significantly in certain identifiable characteristics. The identifiable characteristics are some important objective variables that are utilized in the vocational rehabilitation training of disabled veterans.

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Increases in the number of enlisted veterans transitioning from active duty to the civilian world have drawn attention to a need for research in terms of unemployment to examine how separated service members experience transition from their perspective. Fifteen separated enlisted veterans from four of the five military branches were selected and interviewed in this study. The focus was to understand better the complexities of reintegrating into the civilian workforce, as experienced by veterans from the enlisted military population. By using qualitative methodologies including exploratory interviews and a focus group, the findings revealed four major themes on how service members described their transition experience: (a) perception that military leadership does not provide adequate support when transitioning and the need to become more self-directed in one’s own learning; (b) belief that the military TAP class is helpful but needs major changes to truly be effective; (c) description of a battle buddy or a family member as a positive influence in helping with the transition process; and (d) experiencing significant challenges with civilian employers when transitioning out of the military. An analysis of the findings led the researcher to conclude that transitioning veterans must become self-directed in their learning in order to transition successfully. Moreover, because they are at varying levels of being self-directed when they transition, additional guidance is needed from military leadership, family, and other veterans for the purpose of their development. The analysis also yielded a principal recommendation for military leadership to advocate for quality training programs that are specified from the separated enlisted population for what resources they need to assist with transition to the civilian sector. Additional recommendations were presented to transitioning service members on the importance of managing their own success and believing in their abilities to be resilient, valuable members of the civilian community.

This research examined life events that affect the onset of delayed Post-Traumatic Stress Disorder in aging combat veterans. A common result from experiencing combat trauma is Post-Traumatic Stress Disorder. There is a rapidly growing veteran population experiencing delayed onset Post-Traumatic Stress Disorder. The occurrence of additional life stressors may increase the likelihood that someone will develop Post-Traumatic Stress Disorder in response to a prior traumatic event. Participants of the study were combat veterans over the age of 65. Qualitative data were gathered from interviewing participants on life events they have experienced since combat exposure as well as Post-Traumatic Stress Disorder symptoms. Findings suggested that life events contribute to the delayed onset of Post-Traumatic Stress Disorder in aging combat veterans. Understanding the development and causes of delayed Post-Traumatic Stress Disorder will help social work practice develop and move forward with programs to improve the quality of life for aging veterans.

No description available.

plan B / Pacific Islands Studies